Lesson Plan
Lesson Title: Words Matter Grade: 7/8 Date: 12 Feb 2018
Subject: History Strand: Stolen Lives Location: Sherbrooke Time: (length in minutes): 50
Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
After the students have been introduced to the guest teachers they will have a brief introduction to the activity that
they will be doing. Students will then read the excerpt from “Pimatisiwin: Walking in a Good Way” by Mary Isabelle
Young. Student will then in pairs answer the three questions paired with the reading in pairs.. The class will then go over
the questions together and then wrap up with a brainstorming activity where students will brainstorm what Canadian
identity is on mind maps.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A1. analyse aspects of the lives of various groups in Canada between 1713 and 1800, and compare them to the lives of
people in present-day Canada (grade 7)
B1. assess key similarities and differences between Canada in 1890– 1914 and in the present day, with reference to the
experiences of and major challenges facing different groups and/or individuals and to some of the actions Canadians
have taken to improve their lives (grade 8)
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
A1.1 analyse key similarities and differences in social values and aspects of life between present-day Canadians and
some different groups and/or communities in Canada between 1713 and 1800 (grade 7)
B1.1 analyse key similarities and differences in the experiences of various groups and communities in present-day
Canada and the same groups in Canada between 1890 and 1914 (grade 8)
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that
students can readily understand)
Today I will learn…
● the importance and impact of words
● what identity is and how it affects me
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)
I can: describe why language and words are important
I can: describe what identity is
I can: note aspects of my identity and where they come from
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
Assessment For, As, Of Learning (Complete the chart below)
Assessment Mode: Assessment Strategy Assessment Tool
Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.
Assessment For Learning Oral Discussion Observation
Assessment As Learning Written/Oral Question/Answer Student Handout
Assessment Of Learning Written Brainstorming Observation
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
*this will be students first introduction to the Stolen Lives curriculum and one of their first history lessons
*students are familiar with the concept of residential schools and some FNMI issues as a majority of the class identify as
FNMI
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
*Reading can be read aloud
*Questions can be done as a group discussion
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Vocabulary (for word wall and/or to develop schema)
● Identity
● “Indian”
● Canadian
● Stereotypes
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● Stolen Lives text,
● Pimatisiwin: Walking in a Good Way handout
Learning Environment (grouping; transitions; physical set up)
Open concept pre set
Cross Curricular Links
English and Social Studies
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Guest teachers introduce themselves (icebreaker/name Students listen, ask questions, participate
game?) (5-10 min)
Introduce Pimatisiwin reading/questions, handout Listen, ask questions
papers (3 min)
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Circulate, answer questions, prep next activity Read and answer the provided questions, ask questions
(20 min)
Introduce concept of Identity (5 minutes) Listen, ask questions
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Either:
Using paper have students brainstorm what Canadian On a piece of paper come up with ideas of what Canadian
identity is. identity is.
Collect brainstorming sheet. Hand in brainstorming sheet.
Extension Activities/Next Steps (where will this lesson lead to next)
This lesson will lead into another lesson on Thursday with a similar theme of identity and language.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher:
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
